5. Lifelong Learning Project The aim would be to make available appropriate opportunities for lifelong learning to increasing number of people without regard to restrictions of previous 'education or training, sex, age, handicapped condition, social or ethnic background, or economic circumstance. Lifelong learning is the process by which individuals continue to develop their knowledge, skills, interests and cultural attainments throughout their life times. Lifelong learning is a "motherhood" issue, and it overarches all aspects and all levels of learning, formal, non-formal and informal. Justification of lifelong learning project is to be v

10. Towards a New System of Education India has had in modern times five greatest educationists. Significantly, all of them were stirred by the teacher-pupil relationship that flourished in the ancient Indian system of education, and all of them renewed for us the ideal and practice of education that the gurukulas or the ashrams nourished in the days of Vasishtha and Vishwamitra, of Aruni and Yajnavalkya. Maharshi Dayanand Saraswati visualised clusters of teachers spread over the entire breadth and length of the country nestled in groves of woods and trees where pupils could be trained in the ancient knowledge contained in the Veda as also i

2. Society, Morals and Ideals We are not alone in the world; that is the rub for the egoist; that is the comfort and solace to the collectivist; that is the problem for the moralist; and that is the enigma that inspires the idealist; Human nature is complex and it is at once egoistic, collectivistic, moralistic and idealistic. It is easy to dwell upon one of the elements of this complexity, and emphasise it against the others; but the emphasis on one or the other does not abolish the complexity and unless we find a true equation and reconciliation of the elements of the complexity, we cannot realise any true harmony and peace. And in the meantime, we shall hav

8. Value Oriented Education II We are passing through a critical stage of a battle between the best possibilities and the worst possibilities. At a time when forces of unity and harmony can triumph and science and technology can be used to abolish poverty and deprivation, precisely at that time, the forces of violence and gravitational pulls of impulses of the lower human nature are pressing forward on a global scale. Rationality, in which humanity has placed great trust for arriving at fulfilment of its ideals of true knowledge and comprehensive knowledge, appears to be overtaken by the forces of Unreason. It has, therefore, become imperative to explore

1. Education at Crossroads Education is at crossroads. The road on which education has been running at present has reached dead ends from several points of view. Underdeveloped and developing countries like ours have awakened vastly to the value of education; but the road is unable to bear the burdens of increasing role of education. Requirements of economic development oblige governments to frame and pursue objectives that tend to impose heavy burdens on people, who, in turn, project expectations in regard to education which cannot be fulfilled by the present system of education. Sociology, in the whole world, is undergoing radical changes, since th

Appendix: Enrichment of Contents of Learning Enrichment of contents presents to teachers a severe test of their understanding of the curriculum and the corresponding syllabus and also of their mastery over the subject matter, textual and reference material as also the relationship that the subject matter holds with related subjects. Many other skills also come under the test, and to attain excellence in the exercise of these skills would demand from the teachers not only sincere devotion but also painstaking labour. Teachers of the schools are well known for their use of latest modern techniques for curriculum transactions. The subject can be viewed in regard to fou

-02_Publisher^s Note.htm Publisher's Note The papers collected in this book were presented during the recent years at conferences, seminars and workshops held in different parts of the country. Educational research involved in preparing these papers was greatly inspired and supported by the research teams of the Mother's Institute of Research. Some of the important ideas, which would be found here unavoidably repeated, relate to the crisis through which humanity is passing today. It is this crisis which leads us to knock the portals of education which may lead us to some of the elements of a lasting solution. It is hoped that at this important juncture when educational thought in Indi

9. Conception of Education in Ancient Indian Tradition and Culture and its Contemporary Relevance Introductory Questions At the outset, let us ask the question as to why we need to explore the concept of education in the ancient Indian tradition, and why we want to ascertain the relevance of that concept to the present time. Justification for this exploration could arise if we ask a further question as to whether our present system of education is relevant to our own times, and if we are prepared to under take a critique of the present system. Do we Need to Change the Present System of Education? There is a view that the presen

Appendix Copy of THE GUJARAT EDUCATIONAL INNOVATIONS COMMISSION BILL-2009 Authored by Kireet Joshi on Synthesis of Yoga and Allied Themes The New Synthesis of Yoga - An Introduction Varieties of Yogic Experience and Integral Realisation Significance of Indian Yoga - An Overview A Pilgrim's Quest for the Highest and the Best Synthesis of Yoga in the Veda Synthesis of Yoga in the Upanishads Th

Schedule II Innovations related to Contents of Education Contents of education need to be innovated, keeping in view that there is a great need to develop profounder pedagogy in learning various subjects of study. I A great emphasis needs to be laid on learning languages. The following innovative ideas regarding learning of languages may be recommended: The mind should be accustomed first to notice the word thoroughly, its form, sound and sense; then to compare the form with other similar forms in the point of similarity and difference, thus forming the foundations of the grammatical sense; then to distinguish between the fine shades of sense of similar words